Republic of the Philippines

North Eastern Mindanao State University

San Miguel Campus
Carromata, San Miguel, Surigao del Sur
www.nemsu.edu.ph
OUTCOMES-BASED COURSE SYLLABUS IN
HE 109: Consumer Education
1st Semester, A.Y. 2023 – 2024
PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the
development of a well-rounded person.
VISION
A transformative leading University in Asia and the Pacific.
MISSION
NEMSU shall provide competency-based higher education training through transformative instruction, relevant research, sustainable extension and
production responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and
preserve cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in Higher Education.

CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.
 Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent
manner manifesting the value of sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality
consistent with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.
NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They
are the core values that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic
elements of how we go about our work and how we deal with stakeholders, molds students to become competent, innovative, globally
competitive and service-oriented.

GOALS
These are the specific goals in the four (4)-fold functions of the University:
KRA 1. Instruction Develop highly competent, globally-competitive and morally upright graduates.
KRA 2. Research Produce research for the advancement of knowledge, new technology and innovative approaches for competitive endeavors.
KRA 3. Extension Empower the rural poor to improve their lives through transfer of technologies and knowledge.
KRA 4. Production Sustain University operations through viable and profitable income generating projects.

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PROGRAM GOALS:
The College of Teacher Education will produce competent teachers imbued with values and ideals in a humane environment supportive to
national thrust for social transformation.
It is committed to provide students with:
1. Quality training in their respective of specialization.
2. Knowledge, skills and values system responsive to the needs of the communities.
3. Quality education through relevant pedagogy, research, and use of Information and Communication Technology for teaching and life - long
learning.
4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the moral of our society.
PROGRAM INTENDED LEARNING OUTCOMES:
The minimum standards for the BTLEd program are expressed in the following minimum set of learning outcomes:
1. Common to all programs in all types of schools:
The BTLEd graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor).
b. Effectively communicate orally and in writing using both English and Filipino.
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor).
d. Act in recognition of professional, social and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).

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2. Common to the discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political context.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
3. Specific to a sub-discipline and a major (Technology and Livelihood Education)
a. Demonstrate the competencies required of the Philippine TVET Trainers - Assessors Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
c. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning learning;
e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their
students;
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational
assessment, and teaching approaches); and

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h. Reflect on the relationships among the teaching process skills,l the learning processing in the students, the nature of the content/subject matter,
and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
4. Common to a horizontal type as defined in CMO 46, 2012
a. BTLED graduates of professional institutions demonstrate a service orientation in one’s profession.
b. BTLED graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response
to the needs of the communities one serves.
c. BTLED graduates of universities participate in the generation of new knowledge or in research and development projects in technical education.
COURSE CODE : HE 109
COURSE DESCRIPTIVE TITLE : Consumer Education
COURSE PRE-REQUISITE : None
CREDIT UNITS : 3 (Lec)
NO. OF HOURS : 54 hrs.
COURSE DESCRIPTION : This course covers effective consumer participation through wise selection, use and divestment of goods and
services. This course includes consumer rights and responsibilities as well as consumer-related laws.
COURSE LEARNING OUTCOMES:

At the end of the course, the students should be able to:

1. Knowledge

1.1 explain the fundamental rights granted to consumers

1.2 Discuss the advantages of consumers education to consumer
1.3 Discuss Standardization Marks
1.4 Identify various health care and plans providers

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1.5 Discuss Government Health and Life Insurance/Assistance to consumers
1.6 Explain the importance, effects and benefits of consumerism
2. Skills

2.1 Demonstrate sustainable product consumption

2.2 Manage personal finances, understand the implications of credit, loans, and interest rates, and make financially prudent choices to avoid
consumer debt.
2.3 Create techniques in labeling, packaging, and advertising
2.4 Present common case analysis in housing and insuring problems
3. Values

3.1 Appreciate the idea of personal responsibility in safeguarding one's own consumer well-being.
Detailed Course Syllabus Matrix

Time Frame Course Learning Topics/Content Instructional Assessment Remarks

Outcomes Methodology
Week 1 a. Re-orient the university Course - Topic discussion - Oral Recitation
VMGO by discussing its Orientation
importance; - Oral Presentation
b. Adapt the policies, course -VMGO
requirements and grading -Course Requirements
system implemented by the -Course Grading System
program - Classroom policies
c. Determine Students’ - Grading System
expectations of the Course

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Week 2 a. explain the concept of Chapter 1: Introduction to Consumer - Flip Classroom -Pre test
consumer education Education
b. identify key skills -Concept Mapping - Post Test
required for responsible
consumer behavior -Metacognition Processes -Interview
c. Demonstrate
understanding through
practical exercises.
Week 3-4 a) identify common Chapter 2- Problems Faced by - Topic Discussion - Post Test
problems faced by Consumers and Solutions
consumer - Group Brainstorming
b) create possible
solutions to address -Group Reporting
problems
c) evaluate the - Concept Mapping
effectiveness of various
solutions to consumer
problems
Week 5-6 a. discuss the 8 Basic consumer Chapter 3 - Consumers Rights, - Topic Discussion - IMRAD Research
rights Responsibilities and Protection
b. explain the role of consumer - Conduct of Research - Interview
protection agencies
c. Conduct IMRAD about
-Output defense
Consumer Rights Awareness:
A Study of Knowledge and
Perceptions among Urban
Consumers
Week 7 a) explain the concept of Chapter 4 - Standardization Marks - Flip classroom - Pre Test
standardization marks
b) interpret different - Group Brainstorming - Post Test
standardization marks and

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 understand their implications - Concept Mapping
for product quality and safety
c) appreciate the value of
standardization marks for
product quality, safety, and
consumer trust
Week 8 MIDTERM EXAM
Week 9-10 a. Discuss strategies for Chapter 5- Budgeting for Consumers - Topic Discussion - Creating a Thoughtful
making thoughtful consumer Purchases Purchase Plan
purchases within the - Group sharing of ideas
confines of personal budget
b. create a basic personal
budget to manage finances
and make informed
consumer purchases
c. value the significance of
budgeting in managing
finances and making
informed consumer
purchases

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Week 11-12 a. differentiate various types of Chapter 6- Housing and Insuring - Topic Discussion - Long quiz
housing and property Property
ownership - Group Brainstorming -Assignment
b. Discuss property insurance
c. identify common types of -Group Reporting
property insurance
d. analyze property insurance - Concept Mapping
policies

Week 13-14 a) define Health and Life Chapter 7- Health and Life Insurance - Flipped learning approach IMRAD Research
Insurance
b) explain the fundamental - Conduct of Research - Interview
concepts of health insurance
c) discuss the different types of -Output defense
health insurance plans
Week 15-17 a. define consumerism Chapter 8 –Consumerism - Topic Discussion - Advertisement
b. Discuss the pros and cons of analysis
consumerism - Media Presentation
c. Create advertisement for -Media Literacy
real products -video making Project
d. reflect on the strategies used
in the advertisement -Reflection Essay
Weeks 18 FINAL EXAM AND SUBMISSION OF REQUIREMENTS

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REFERENCES

Printed:
Textbooks/Ebooks

1. Annona (2014). Chapter 15 Consumers in the Global Economy

2. Delgado, Frenz (2013). Consumer Act of the Philippines R.A. 7394.
3. Mccrindle, Mark (2017).The 21st Century Consumer.
4. Mendoza, Ernesto H. and Garcia, Lorma C.P.
5. Piaguet, Carine (2014). New Trends and Key Challenges in the Area of Consumer Education.
6. Student Manual 2012 (Hardcopy)

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GRADING SYSTEM
Breakdown for CLASS STANDING:
Major Exams - 40%
Requirements – 20% Quiz - 15%
Class Standing - 40% Oral Participation - 15%
_______
Total 100% Attendance - 5%
Assignment - 5%

Date Revised/Prepared : August 1, 2023

Effective : August 14, 2023

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Prepared by: Content Noted:
RACHLENNE EVE G. MENDAÑA,LPT RUDY F. DALING, EdD
Instructor BTLED, Program Coordinator
Date: ______________________ Date: _________________
Reviewed by:

RUDY F. DALING, EdD

DGGT, Department Chair
Date: ________________

Recommending Approval:

ANNIE Y. SAMARCA, PhD

Dean, College of Teacher Education
Date:____________

Approved:

MARIA LADY SOL A. SUAZO, PHD

Vice President for Academic affairs
Date: ______________

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